Google Docs in an Out-of-Class Collaborative Writing Activity.

Abstract

The present study evaluated the effectiveness of using Google Docs in an out-of-class collaborative writing activity for an introductory psychology course. Our goals for this assignment were to teach students to work collaboratively and to successfully communicate their understanding and application of concepts through writing. We were interested in assessing: (1) students’ knowledge and experiences with Google Docs prior to the study, (2) whether and how Google Docs changes the means of communication used in collaborative writing, (3) the effects of Google Docs in collaborative writing, (4) the effects of Google Docs on students’ assignment grades, and (5) students’ likelihood of using Google Docs in their future learning. Collaborative learning has been regarded as a